SYLLABUS-ENGLISH III

INSTRUCTOR: LESLIE MUNHOLLON

TEXTS: LITERATURE:THE READER'S CHOICE-AMERICAN LITERATURE

GLENCOE-PUBLISHERS

THE WRITER'S CRAFT

McDOUGAL LITTELL-PUBLISHERS

PURPOSE OF CLASS:

This is a two-semester course required to meet graduation requirements and is a prerequisite for enrolling in English IV. Students will study American authors and their works from a historical perspective. They will also learn to recognize specific literary genres and major schools of thought that have been developed by Americans or have affected Americans in the field of literature. Students will review the fundamentals of grammar with an emphasis on correct use of punctuation, and they will expand their vocabulary and spelling skills in conjunction with literature assignments. Students will utilize the writing process through journal writing, essays, research papers and other writing assignments. As a requirement for successful completion of this course, students will demonstrate research, organization and composition skills in the construction of a research paper concerning the life, works and historical background of a major American author.

FIRST SEMESTER

WEEK 1

UNIT I: INTRODUCTORY ACTIVITIES AND GRAMMAR REVIEW

1. Discussion of class rules and procedures
2. Assignment of texts and discussion of notebook organization
3. Completion of grammar pretests to access predominant class strengths or weaknesses
4. Review of specific grammar skills as needed
5. Begin journal writing; continue throughout year

OBJECTIVES: Students will:

• Develop an organizational strategy for class notebooks
• Edit and proofread all writing for grammar, spelling, capitalization and punctuation errors as well as for originality, precision of word choice, clarity of expression and coherence

WEEKS 2-3

UNIT II: EARLY AMERICA

1. Take notes over the historical period as well as major authors in the following areas: Pre-Columbians, Native Americans, Spanish explorers, African slaves and early colonists
2. Read excerpts from works concerning this time period

OBJECTIVES: Students will:

• Utilize effective note taking and organizational skills
• Identify historical influences on pre-colonial and colonial literature
• Interpret figurative language in context
• Characterize the major style and predominant themes of colonial literature
• Summarize key concepts and critical details of nonfiction selection
s
• Paraphrase a Puritan sermon
• Respond orally and in writing to literature representing the diversity of American literary heritage
• Continue to proofread and edit all assignments

WEEKS 4-5

UNIT III: THE CRUCIBLE BY ARTHUR MILLER & THREE SOVEREIGNS FOR SARA- VIDEO

1. Discuss historical context of play and video
2. Read play aloud
3. Watch video, noting and discussing historical discrepancies
4. Complete worksheets

OBJECTIVES: Students will:

• Continue use of effective note taking and organizational skills
• Read aloud with others fluently, distinctly and expressively
• Identify the tone and mood of the play
• Interpret the meaning of symbols used
• Compare and contrast the play with the video
• Summarize plots, identify climaxes, and explain internal/external conflicts
• Describe the feelings, traits and motives of the major and minor characters and explain their relationships to each other
• Continue to proofread and edit all assignments

WEEKS 6-9

UNIT IV: THE SCARLET LETTER BY NATHANIEL HAWTHORNE

1. Take notes over Nathaniel Hawthorne
2. Discuss the historical background of the novel
3. Read novel aloud, discussing major issues
4. Complete worksheets
5. View video
6. Independently prepare a project for class presentation over some aspect of the novel or time period
7. Discuss essay test taking strategies

OBJECTIVES: Students will:

• Continue to use note taking and organizational skills
• Analyze the plot, elements, theme and setting
• Analyze the external and internal conflicts
• Describe the feelings, traits, and motives of major and minor characters, analyzing their relationships to each other as well as their development through the course of the novel
• Analyze the methods of characterization used by the author
• Prepare a character sketch of one or more characters in the novel
• Identify the point of view and explain how it contributes to the work
• Interpret the meaning of symbols
• Identify and explain how the author establishes the tone
• Compare and contrast this author's writing style with that of others previously studied
• Adjust their reading rate according to purpose and assignment
• Use effective essay test taking techniques
• Use figurative language and appropriate analogies
• Continue to proofread and edit all assignments

	Puritans did not "monkey around" with their style of clothing according to junior Dusty.
	Juniors Ryan & Caden prepared a bulletin board display advertising The Scarlet Letter.
	Juniors Dylan & Shane also prepared a bulletin board display advertising The Scarlet Letter.

WEEK S 10-11

UNIT V: THE ROAD TO INDEPENDENCE

1. Take notes over the historical background of the period as well as major authors
2. Read and discuss important speeches of the American Revolution
3. Read and discuss other works of the time including letters, historical documents and almanacs
4. Write an essay from the viewpoint of a major participant in the war

UNIT V-OBJECTIVES: Students will:

• Continue to use effective note taking and organizational strategies
• Identify the historical influences on the revolutionary period in American literature
• Characterize the major style and predominant themes of revolutionary literature
• Recognize and quote several of Benjamin Franklin's aphorisms
• Analyze the use of persuasive techniques
• Use the writing process to develop and refine composition skills
• Produce multi-paragraph products with thesis statements, supporting paragraphs, and conclusions
• Continue to proofread and edit all assignments

WEEKS 12-15

UNIT VI: AMERICAN ROMANTICISM

1. Take notes over the historical background of the time period as well major authors
2. Discuss prevalent schools of thought including Transcendentalism and Romanticism
3. Discuss the use of allegories as they relate to selections read in class
4. Read and discuss romantic short stories, poems and essays
5. Recitation from a romantic poem or essay

OBJECTIVES: Students will:

• Identify the historical influences on the romantic and transcendental periods
• Characterize the major styles and predominant themes of romantic literature
• Identify the major beliefs of New England Transcendentalists
• Describe the structure of a formal essay
• Compare and contrast the values, philosophies and writing styles of major writers from this time period
• Analyze the theme, tone, and mood of each poem read in class
• Interpret the meaning of symbols in poems studied in class
• Define internal/external rhyme as it relates to poems read in class
• Define and identify assonance and consonance in poems read in class
• Judge the effect of figurative language in selected class readings
• Recite from memory at least twelve lines from a 19th century American lyric poem or romantic essay ( This should be done fluently, distinctly and expressively.)
• Continue to proofread and edit all assignments

WEEKS 16-18

UNIT VII: THE CIVIL WAR ERA & THE RED BADGE OF COURAGE BY CRANE

1. Take notes over the historical background of the period as well as major authors
2. Read and discuss the relevance of works by black authors, including spirituals and speeches
3. Read aloud The Red Badge of Courage and discuss the use of symbolism, realism, naturalism, and steam of consciousness
4. Complete worksheets over the novel

OBJECTIVES: Students will:

• Identify the historical influences on this literary period
• Summarize key concepts and critical details of non-fiction selections
• Analyze the plot elements and setting of the novel
• Analyze the internal/external conflicts of the novel
• Describe the feelings, traits, and motives of major and minor characters in the novel, analyzing their relationships to each other
• Interpret the meaning of symbolism used in the novel
• Identify the predominant mood and tone of the novel and analyze how the author creates them
• Compare and contrast the writing styles of novelists studied in class
• Identify specific examples of symbolism, realism, naturalism and stream of consciousness in the novel
• Adjust their reading rate according to purpose and assignment
• Use effective essay test taking techniques
• Continue to proofread and edit all assignments

SECOND SEMESTER

WEEKS 1-3

UNIT VIII: REGIONALISM AND REALISM

1. Take notes over the historical background of the time period as well as major authors
2. Review techniques of realism with an emphasis on local color and regional dialect
3. Discuss stereotypes and hyperbole as indicated in selections read in class
4. Read and discuss selections from the time period

UNIT VIII-OBJECTIVES: Students will:

• Identify the historical influences on this time period
• Define stereotypes, hyperbole, local color, and regional dialect, identifying examples from selections read in class
• Analyze the internal/external conflicts of short stories read in class
• Identify the plot elements of short stories read in class
• Analyze how authors establish the mood, tone, and theme of each story read in class
• Analyze the methods of characterization used by each author
• Compare and contrast the writing styles of authors whose selections have been read in class
• Respond orally and in writing to a wide variety of literature representing the diversity of our literary heritage
• Continue to proofread and edit all assignments

WEEKS 4-11

UNIT IX: THE RESEARCH PAPER

1. Discuss requirements and supplies needed for successful completion of the research paper required to pass English III, second semester
2. Discuss and select research topics
3. Discuss techniques for researching the topic, note taking, selecting quotes, and citing references
4. Spend approximately two weeks researching topics in the library, gathering information over the life, works and historical background of an American author
5. Write rough drafts; proof and edit the final copy
6. Submit final drafts for critical evaluation
7. Prepare a five-ten minute class presentation over the research paper, using notes or visual aides

RESEARCH PAPER OBJECTIVES: Students will:

• * Use appropriate references sources to locate information
• * Use a personal study strategy that includes summarizing, paraphrasing, and categorizing to arrange information
*
• Use the writing process to develop and refine composition skills, including prewriting, drafting, revising, and editing
*
• Produce a multi-page product with thesis statements, supporting paragraphs, transitions, and conclusions
*
• Proofread and edit for errors as well as for originality, precision of word choice, clarity of expression, and coherence

WEEKS 12-18

UNIT X: THE MODERN AGE (1900-PRESENT)

1. Take notes over the historical background as well as major authors
2. Discuss influences of increased immigration on the diversity of modern literature
3. Read and/or view selections by major authors which indicate cultural/ racial influences
4. Discuss contributions of black authors during the Harlem Renaissance

UNIT X OBJECTIVES: Students will:

• Identify the historical, cultural, and racial influences during this time
• Respond orally and in writing to a wide variety of literature representing the diversity of contemporary American culture
• Compare and contrast 19th and 20th century poems, essays, and short stories in terms of form, theme, content and tone
• Describe the significance of contributions made during the Harlem Renaissance
• Judge his/her values in light of those expressed in 20th century selections read in class
• Continue to proofread and edit all assignments

ADDITIONAL ASSIGNMENTS:

1. Daily journal writing
2. Periodic thesaurus exercises
3. Periodic spelling lessons
4. Literature related vocabulary lessons

OBJECTIVES: Students will:

• Use a variety of strategies to determine the pronunciation and definition of multiple-meaning and unfamiliar words in context
• Interpret technical terms and specialized vocabulary in context
• Expand his/her vocabulary through word study, literature and class discussion
• Interpret figurative language in context
• Use figurative language and analogies appropriately in personal writing

DETERMINATION OF GRADES: